Exploring Area and Perimeter

At the RMS Spring Symposium, Dr. Christine Suurtamm used the following scenario as a springboard to talk about Math content knowledge and pedagogical content knowledge (i.e., what is important mathematically and how to help a student learn about it).

There was lots of rich discussion.  It made me think about taking three sides of a polygon and moving the middle side out.  Here the right side of the square has been moved out to make a rectangle with larger area and larger perimeter.  I called this "extrusion" but am not sure that is mathematically correct and became uninterested in whether the new side was parallel to the old one.

For a simple quadrilateral, it makes sense to me that as you move the middle side out, the area gets bigger.

To keep the notation friendlier, let's call newA "C" and newB "D".

The perimeter looks like it is getting bigger (i.e., that AC + CD + DB is bigger than AB) but I wondered if the decrease in CD might be bigger than the increase along the ray formed by the containing sides (AC + DB).

My buddy Greg used a triangle inequality argument to convince me that the perimeter gets bigger. The triangle inequality is a fancy way of saying that the shortest distance between two points is a line. Here the distance from A to D is shortest along the line, going via C is longer.

AC + CD > AD

Similarly, looking at triangle ABD,

AD + DB > AB

Putting it together,

AC + CD + DB > AD + DB > AB

So the new perimeter is bigger than the old one.

I started to feel smug and accomplished and then I thought about a counter-example,

As a teacher, where would you go with this?

An Interactive Version of the Triangle Investigation

In the previous post, I captured movies of my investigation with The Geometer's Sketchpad. Web Sketchpad allows for including an HTML 5 version of the sketch on a webpage, like this one.

Drag the yellow dot, currently on the triangle to trace out the various positions and area of the triangle.

 

Note that I have enforced the maximum side length of 10 in a very strange way. Can you describe what I have done? Can you do it in a similar or better way?

Where do you have to place the yellow dot in order to have an area of 0?

How can you drag the yellow dot to keep the area the same?

What other patterns do you see in the behaviour? (There are lots more in the previous post)

Investigating Triangles

For some reason, I woke up this morning thinking about triangles.  Particularly triangles with longest side 10 units.  I thought that Sketchpad might be an interesting way to construct said triangles and investigate relationships between the lengths of the other two sides.

You can see that I ended up with a tan triangle on the left and a plot relating the two remaining side lengths.  The following videos step you through the process of creating the sketch and using it to investigate some very interesting questions about the boundary of the region on the right, isosceles triangles, right triangles, and maximal areas.

In Ontario, students in the Grade 9 Applied Level are expected to do investigations like this, although they start with rectangles - which seems more complicated.  They are expected to investigate figures with maximal area as well as 3D shapes.

You can download the sketch, but it is more fun to create it yourself.  I have captured my investigation in case it helps in the 12 videos below.  If you find that you have trouble motivating yourself to watch 12 fascinating videos, you could just watch the last one to get a sense of where the investigation ends up.

(You can click on the title to get the video in a new tab)


Constructing the Triangle
 

Constructing the Point representing Side Lengths

Constructing the x and y segments
 

Tracing the Side Lengths
 

Investigating the Region of Possible Side Lengths

Investigating the Boundaries of the Region

Reasoning about the Equations of the Boundaries

Investigating Isosceles Triangles
 

Investigating More Isosceles Triangles
 

Investigating Right Triangles
 

Triangle in a Circle
 

Investigating Area